Enabling Devices

NEW WEBSITE

2017-10-16T17:08:00.001-04:00

We've moved our Blog to our new Website!

Visit our new Blog at: https://enablingdevices.com/blog/

Halloween Checklist

2017-10-11T10:16:00.003-04:00

Though Halloween is still several weeks away, chances are your children are eagerly anticipating the holiday, planning their costumes, and thinking about parties and trick-or-treating. If your child has special needs, Halloween can present some extra challenges. But none of these challenges are insurmountable. Check out these tips for a Happy Halloween!

Find the perfect costume

What child doesn’t love playing dress-up? Costumes provide children with the opportunity to pretend, fantasize and express their interests and creativity. If your child uses a wheelchair, incorporating the chair into her costume is a great way to go. Does he love NASCAR? Create a race-car from the wheelchair. Does she dream of being a princess? Turn her wheelchair into a coach. Check out Enabling Devices’ Halloween post from last year for more terrific ideas.

If your child has sensory issues, take care to choose a costume that fits comfortably and isn’t made of scratchy fabric that could spoil your child’s fun. That may mean avoiding store-bought costumes, masks, hats, face paint or other accessories that can irritate sensitive skin.

Prepare for the big day or night

Halloween is tons of fun, but it can also be kind of scary. If your child tends to become fearful or anxious, consider trick-or-treating during the day instead of at night, read books, sing songs and have discussions about what to expect during Halloween.

If your child has communication or social skills challenges, teach her what to say when neighbors answer the door, and practice how to give out candy when trick-or-treaters come to your door. If he uses a communication device, record a trick-or-treat message in time for the holiday.

Prior to Halloween, plot the route you will take when you trick-or-treat. There’s no need to take on the whole neighborhood. Even a few houses may be sufficient for your child.

Consider dietary needs

Halloween is especially challenging for children with special diets. But how do you help your child to avoid candy and other sugary treats when trick-or-treating or attending parties at school? Autismfile.com has some good suggestions. “Stick with family and friends when selecting which homes to visit for trick-or-treating. People aware of special diet needs or unique behaviors will be prepared for you and your child,” says their website. Alternatively, you can provide your neighbors with healthy treats in advance, and they can give them to your child when he comes to their door.

Keep track of trick-or-treaters

Children on the autism spectrum can sometimes be wanderers. Make sure you or another responsible adult accompanies children when they trick-or-treat, to avoid any misadventures and ensure safety for all.

Throw a party

Having your own Halloween celebration give you more control over how the holiday plays out. Your child can choose decorations, treats, music and party activities so it’s likely that her anxiety will be a great deal more manageable. If mobility, or other physical disabilities make trick-or-treating a challenge, partying at home, where your child is comfortable, may be a great way to remove any obstacles to fun.

Stay home if it’s right for your family

If Halloween shows up and your child isn’t in the mood, it’s OK to do Halloween “light.” Perhaps your child can have one friend over and they can watch a Halloween-themed movie and open the door for trick-or-treaters. If you sense that a successful Halloween is not in the cards this year, feel free to skip the festivities and stick with your child’s regular routine. Then, try again next year.

A Salute to People with Down Syndrome

2017-10-04T11:58:00.001-04:00

October is Down Syndrome Awareness Month. So, this week’s blogpost pays tribute to people with Down Syndrome who are accomplishing amazing things, as well as their families, teachers and therapists.

Here are some facts:

According to the National Down Syndrome Society, “Trisomy 21 (nondisjunction) Down syndrome is usually caused by an error in cell division called "nondisjunction." Nondisjunction results in an embryo with three copies of chromosome 21 instead of the usual two. Prior to or at conception, a pair of 21st chromosomes in either the sperm or the egg fails to separate.”
People with Down syndrome share certain physical characteristics including eyes that slant upwards, low muscle tone, a deep crease across their palms, and short stature. Though all people with Down syndrome experience some degree of cognitive delays, it is now understood, that they are capable of learning, have diverse interests, talents and strengths just like their typically developing peers.

Down syndrome also puts people with Down syndrome at higher risk “for certain medical conditions such as congenital heart defects, respiratory and hearing problems, Alzheimer's disease, childhood leukemia and thyroid conditions,” says NDSS. Yet, medical advances have made most of these conditions treatable and have increased longevity dramatically. In 1983, most adults with Down syndrome could only expect to live to age 25, but today, most adults with Down syndrome live to at least 60 years of age.

Life expectancy isn’t the only thing that has changed over the last few decades. In recent years, people with Down syndrome have found success in school, at work and in relationships. They are becoming increasingly visible and accepted in most areas of our society.

Well known for his role as Corky Thatcher on ABC’s “Life Goes On,” Chris Burke is also NDSS Goodwill Ambassador. Burke works and blogs for the organization regularly. Lauren Potter made a name for herself on the hit show “Glee” playing cheerleader Becky Johnson. And more recently, Jamie Brewer played a clairvoyant on the hit show “American Horror Story.”

Madeline Stuart made her runway modeling debut in 2015 and followed that up with the launch of her own fashion label at this year’s NY Fashion Week!

People with Down syndrome are also making their marks in the world of visual art. Check out these online galleries on the website of the National Association for Down Syndrome.org to see how people with Down syndrome are expressing their creativity.

But one doesn’t have to be a celebrity or artist to be a successful person with Down syndrome. According to Babble, people with Down syndrome have made headlines recently for their academic and political accomplishments as well. For instance, Megan McCormick graduated with honors and at the top of her class from Bluegrass Community Technical College in Kentucky, becoming the first person in the U.S. with Down syndrome to do so.

And in 2013, Angela Bachiller became the first councilwoman with Down syndrome.

The outlook for people with Down syndrome is brighter than ever but greater awareness about their talents, abilities, and of what they have to offer our society is still needed. According to Read and Spell.com, “In the United States a recent national survey showed that 56% of people with Down syndrome who are working are in paid positions. They may be in different kinds of work including supported employment positions in which a job coach eases the transition to a working environment, sheltered employment in which most of the other workers also have Down syndrome or competitive employment where they are the only individual with a learning difficulty in their place of work. An additional 3% are self-employed.”

For more information about Down syndrome and Down syndrome Awareness Month, visit nads.org and ndss.org

Wheeling Through Middle School

2017-09-26T09:40:00.000-04:00

Like so many girls her age, Melissa Shang of Westborough, Massachusetts, loves American Girl dolls and the accompanying books that tell the dolls’ stories. The company’s BeForever line includes dolls and stories that teach children ages 8-13 about American history, with characters including Kaya, a Native American girl living in the mid-late 1700s, Felicity, whose story takes place at the beginning of the American Revolution, Josefina, a Mexican-American girl living in the early 1800s and Molly, who resides in Illinois during World War II. Beginning in the early 2000s, the company launched its Girl of the Year line, featuring contemporary heroines of different races, religions and ethnicities dealing with a variety of challenges.

Melissa enjoyed playing with the dolls and learning about their stories, but as a girl with Charcot-Marie-Tooth disease, a type of muscular dystrophy, she longed for an American Girl doll who like her, had a disability. With the support of her older sister Eva, in 2014 Melissa initiated an online petition asking the creators of American Girl dolls to add a Girl of the Year doll with a disability. Though the petition went viral, was signed by more than 140,000 people and garnered significant media attention, the company has not committed to produce a doll with a disability.

So, the Shang sisters moved on to Plan B: They wrote a book about a character named Mia, who like Melissa, attends middle school, has hobbies and friends and uses a wheelchair. The sisters set up a Kickstarter campaign, quickly raising enough money to hire an editor and literary agent and eventually, they sent the book, “Mia Lee is Wheeling Through Middle School” out to publishers.

Yet, the responses Melissa received from publishers were disappointing and remarkably like one another. Publishers felt that Mia, the book’s protagonist, seemed “too happy” for a girl with a degenerative nerve disease who used a wheelchair.

Writing in an opinion piece for the New York Times published in June, 2017, Melissa explained, “Mia Lee, my sassy, YouTube-loving heroine, differed too much from the convention of what a disabled kid is supposed to be like…There are very few stories about kids in wheelchairs, and there are even fewer with a disabled person who is cheerful and happy.

“Disability is always seen as a misfortune,” wrote Melissa, “and disabled characters are simply opportunities to demonstrate the kindness of the able-bodied protagonists.”

Still determined to get her book out, Melissa used money from the Kickstarter campaign to self-publish it. In August 2016, her dream came true. Since then, “Mia Lee is Wheeling Through Middle School” has sold hundreds of copies. According to Amazon.com “Melissa has gone on to become a young disability advocate. She has given a TEDx talk, spoke at the United Nations, and introduced Malala Yousafzai at the National Constitutional Center.”

To learn more about Melissa Shang, visit her website at melissashang.com

Five New Apps Changing Life for People with Disabilities

2017-09-20T15:55:00.002-04:00

With new apps being developed all the time, it’s hard to keep up. Here’s a run-down on some new and coming soon apps likely to benefit people with disabilities.

Beam Smart Presence System

Remote shopping is nothing new, but this app, currently being tested by American Eagle Outfitters, a Pittsburgh, Pennsylvania-based clothing retailer, promises to make remote shopping a more personal, interactive experience. “The Beam Smart Presence System” will help people with mobility challenges that prevent them from traveling to a brick and mortar store to “beam” into an American Eagle location from a computer or tablet. When users “beam in” they can communicate with a sales clerk, who speaks to them through a tablet at the store. Using a second tablet, the shopper can remotely follow the clerk up and down the store aisles as the clerk shows the shopper store merchandise.

Ability App

Twelve-year-old Alexander Knoll has a bright future ahead of him. Alex is working on developing an app to provide information that people with disabilities can use to navigate public spaces. Writes Joe Fryer of NBC.com, the app tells users about where they can find “wheelchair ramps, disabled parking, braille menus and more.” Recently, Alex appeared on the Ellen DeGeneres show where he was presented with a check for $25,000 meant to help him finish developing the app. Hopefully, the app will be available soon.

Glimmer

A dating app for people who want to get beyond the superficial, Glimmer was created by Geoffrey Anderson and launched in Dec. 2016. Anderson developed the app for people like his brother, who has cognitive disabilities, and was frustrated with apps like Tinder, which place so much emphasis on physical appearance. Though Glimmer isn’t exclusively for people with disabilities, it “was designed to promote transparency between users and be welcoming to all people,” according to its website.

Friendi

While some people seek romantic relationships, others are just looking for friendship. People with disabilities — especially disabilities that impact social skills — may experience challenges when it comes to connecting with others. This new app helps parents of youngsters with disabilities find friends for their children. The app matches people based on where they live, their interests and ages. Says Friendi creator, Ben Raskin, “the app works like an ice-breaker,” and “allows parents to be in control and message one another to explore additional resources.”

FuelService

Developed by Niall El-Assaad, a wheelchair user in the U.K., this new app makes it easier for people with physical disabilities to negotiate self-service gas stations. It is now available throughout Canada. El-Assaad told CBS News in British Columbia “he created [the app] in response to his own frustration as a disabled driver. El-Assaad, who was paralyzed in a cycling accident, said he felt embarrassed by having to honk his horn and wave his disability card at gas stations to get assistance.” FuelService helps users to locate gas stations, choose gas pumps and alert station staff to the user’s arrival and need for assistance.

Have you discovered a new app that you’d like to share? Let us know about it by posting on Enabling Devices’ Twitter or Facebook pages.

School Days, school days…

2017-09-11T16:27:00.000-04:00

The first weeks of a new school year typically bring excitement, exhaustion and for some children — especially those with special needs — a fair amount of anxiety. Certain products available through Enabling Devices can help take the edge off that anxiety, helping students to calm down, focus and attend to their classwork. In turn, these products can decrease the likelihood of disruptive behaviors, and increase the likelihood of positive social interactions. Here are some suggestions for products that encourage success in school. Some are sold in classroom kits while others can be purchased individually.

Classroom Fidget Kit (#4393)

According to Occupational Therapy for Children, “Fidget toys are often used to provide sensory input in a less distracting way. They can help improve concentration and attention to tasks by allowing the brain to filter out the extra sensory information (e.g. listening to a lesson in the classroom, paying attention to a book during circle time). By having a fidget toy, a child may be able to better ‘filter out’ excess sensory information in their surroundings and their own body, which is causing distraction, and encouraging this sensory information to be focused on a toy in the hands.”

Enabling Devices’ fidget kit comes with 13 different small and discrete fidget toys that help students become calm, focus and regulate their nervous systems. Students can choose from fidget toys including our Desk Buddy Sensory Bars, finger squash its, gel bead balls, pencil finger fidgets and many more.

Therapeutic Balls Kit (#9085)

Like fidget toys, therapeutic balls help students to feel calm, help to regulate their nervous systems and quiet all the noise in their heads. Writes Craig Kendall for the newsletter of the Aspergers Society, it’s important to change therapeutic balls frequently. “Your child may get bored with them and then they will not hold his attention anymore. Save the really good fidget toys for situations in which attention is extremely important, and take them away after the situation is over.” That’s where Enabling Devices’ kit comes in handy. With 13 different varieties of therapeutic balls, including Digi-squeeze balls in five different firmness levels, koosh balls, sensa-rings and mini porcupine balls, students will never grow tired or bored and the balls will continue to serve their purpose over time.

Large Textured Therapy Ball (#9070)

Does your student have difficulty sitting quietly in a chair? He may have more success, if he sits on a ball. According to Sensoryprocessingdisorder.com, “An exercise ball chair is the best seating solution for children (or adults) with issues regarding balance, postural control, attention, and sensory seeking behaviors of the vestibular and proprioceptive sense.” Enabling Devices’ therapy ball has hundreds of small bumps making exercise ball activities even more stimulating.

Chew Pack (#3039)

Ideal for children with oral motor problems, these tools “provide direct sensory input and oral stimulation for the mouth (perfect for those kids who put inedible objects in their mouth in order to seek oral stimulation),” explains Occupational Therapy Children.com. “Chewing provides lots of proprioceptive (body awareness) feedback to satisfy the sensory input that children may be seeking in their mouths. Chewy items also indirectly provide calming and attention regulation through the trigeminal nerve pathways.” Enabling Devices’ Chew Pack includes ten different chews in a variety of shapes, textures and hardness levels. Included in the kit are our Chew Stixx Tough Bar, Chew Stikk, Sensory Stixx, Textured Grabber, Grabber, Car Chew, Butterfly Chew, Stem Chew, Tri Chew, Tuffy Chew, Vibrating Oral Massager.

Weighted Vests (#3953L, M or S)

Enabling Devices’ weighted fleece vest creates deep touch pressure (DTP) and is a great way to keep kids feeling warm, cozy, and secure. Its inside pockets hold weights that can be easily changed. According to Friendship Circle’s Casey Ames, “There are quite a few studies that show that using DTP in the classroom can help improve children’s performance. One study found that children with ADHD improved their in-seat behavior, attention, and task completion while wearing a weighted vest,” says Ames. “Another study looked specifically at fine motor activities like writing and found that DTP had a positive effect on on-task behavior. It’s also been shown that children with autism specifically have better in-seat behavior when using DTP.”

Here’s wishing your child a wonderful school year! Let us know if we can help you to identify tools that will help your child find success and comfort in the coming months.

Seven Organizations Helping Harvey Victims with Disabilities

2017-09-06T14:30:00.000-04:00

When a catastrophe such as Hurricane Harvey strikes, the consequences are disastrous for everyone impacted. For people with physical, psychological and developmental disabilities, the situation can be even more dire. Just imagine: trying to maneuver a wheelchair through five feet of water; being blind and having to climb a ladder to safety; having autism and losing your home and the prized possessions that make you feel secure. These are just some of the challenges that people with disabilities are facing in the wake of Hurricane Harvey.

Amidst the devastation in Texas, nonprofits that advocate for people with disabilities are doing their best to ensure that they aren’t left behind. Here are some that are doing good work or collecting money for people with disabilities. You may wish to support them at this critically important time.

Portlight Strategies Inc.

Portlight and its partner, The Partnership for Inclusive Disaster Strategies has been working on behalf of people with disabilities “to promote inclusiveness in disaster preparedness and response plans and to demand provisions for transportation and shelter accessibility,” since 1997. During Hurricane Sandy in 2012, the organization worked with disabled hurricane survivors for 18 months, helping them to replace lost medical equipment, rebuild ramping, and more. Portlight provided similar support for disabled victims of flooding in Louisiana in 2016. Portlight also runs a program called Getting It Right which offers workshops and conferences on issues related to inclusive disaster preparedness and advocates for accessibility in housing and transportation.

Trach Mommas of Louisiana

This nonprofit, geared specifically toward parents, caregivers and individuals with tracheostomies, is collecting and distributing medical supplies to Harvey victims with complex medical needs, those who are dependent on technology or immune compromised.

National Federation of the Blind/Texas

The local affiliate of NFB has started a Hurricane Harvey Relief Fund for blind and low vision Texans affected by the storm.

AAC Relief

This organization is aiding for hurricane victims with speech and language disorders who use augmentative and alternative communication devices.

Texas Diaper Bank

The Texas Diaper Bank has created a disaster relief fund to provide diapers to babies, people with disabilities and the elderly affected by Hurricane Harvey.

Texas School for the Deaf Foundation

This Austin-based school has started a Hurricane Harvey Relief Fund to benefit students who have been displaced by the storm.

Autism Society of Texas

This organization has set up its own Hurricane Harvey Relief fund for families affected by autism.

Three Cheers for Inclusion

2017-08-30T10:50:00.000-04:00

“Step,” a new documentary that won accolades at the 2017 Sundance Film Festival and opened earlier this month in theaters across the nation tells the inspiring story of an inner city high school’s girls Step team that overcomes significant obstacles to win their state’s step dance championship. The skills they learn through their team membership help to prepare them for their school’s ultimate goal: To ensure that every member of the team is accepted to college. The film got us thinking: What’s available to girls (and boys) with disabilities in the realm of competitive dance and cheerleading? As it turns out, there’s a lot out there!

In fact, about a week ago, U.S.A. Today reported on a special needs cheerleading squad in Salisbury, Maryland that’s become one of the state’s most successful teams. The “Shooting Stars” is made up of athletes with disabilities ages 7-53. And its team leaders say, all it takes to join the team “is a positive attitude.”

Then there’s this: In partnership with the International Cheer Union, ParaCheer International is currently developing a “new division” of cheerleading for athletes with and without disabilities who cheer together. According to Paracheer’s website, the division “will involve mixed teams of disabled and non-disabled athletes, working together to create a routine that incorporates most of the elements of a current cheerleading routine – jumps, dance, stunts and tumbling ....”

Recently, a hip hop dance team from Fort Myers that includes members who are blind, and have Down’s syndrome was invited to participate in an international dance competition. Team leader, Trish Colecki’s motto? “We may be disabled but we aren’t unable.”

And dance and cheerleading teams aren’t just for kids. Take the L.A.-based Rollettes. Founded by Chelsie Hill, a competitive dancer who lost use of her lower body due to a car accident, the group of six women who all use wheelchairs, dance at festivals for people with varied abilities across the country. Recently, Hill told Today.com, "Of course there are things I miss being able to feel — leaps and kicks and backflips. But when I'm performing, I still feel the same rush that I used to. And when I go on stage, I don't feel my chair. I don't feel different. I'm just dancing, and that's where my heart is."

But you don’t have to live in Maryland, Florida or California to learn to cheerlead. A nonprofit called The Sparkle Effect teaches communities all over the country how to create cheerleading squads for people with disabilities. The Sparkle Effect began when Sarah Cronk, a 15-year-old high school cheerleader with a brother who is developmentally disabled, was inspired to create an inclusive cheerleading squad—The Sparkles— at her school in Bettendorf, Iowa. Cronk had seen how her brother suffered when he was excluded by classmates, and she was determined to create a vehicle that would bring differently abled students together.

What started as one team in 2008, has grown into an organization that has helped launch 200 cheerleading teams in 30 states and has impacted the lives of more than 10,000 students with and without disabilities.

In 2016, Cronk told People Magazine, “Ultimately, I want to run The Sparkle Effect out of business. I know that sounds crazy, but I want us as a nation to get to a point where inclusion is the norm and not the exception,” says Cronk. “I want us to arrive at a place where we don’t need organizations like The Sparkle Effect because inclusion is just the natural set point for schools nationwide.”

Cheers!

Six Tips for Recess Success

2017-08-24T10:02:00.002-04:00

Ask many kids “What’s your favorite subject?” and they’ll say, “recess.” But for students with special needs, recess can be the most challenging time of day. Recess is hard for some children because they have trouble managing unstructured time. For others, delayed social skills can lead to exclusion or even bullying. Children with physical disabilities may be left out because playground facilities aren’t fully accessible, while those with sensitive nervous systems may be disturbed by loud playground voices and chaotic surroundings.

But there are steps schools can take to prevent bullying and make recess a happy, healthy and socially successful time of day for everyone. We’ve gathered some suggestions and information about what some schools are doing to address this back to school issue.

1. Help students plan for transition

Students with developmental disabilities and autism spectrum disorders often have difficulty moving from one activity to the next. Preparation and roleplaying may help. “Various studies suggest that rehearsing hypothetical situations beforehand reduces anxiety and helps special needs kids cope more effectively,” say the folks at AngelSense.com. Try talking about recess beforehand or even creating a social story to help your child anticipate the transition. Teachers can help by reviewing the day’s schedule and providing special cues for children who need them.

2. Help students plan how they will spend recess period

If you’re a parent, familiarize yourself with all the options. Does the school have clubs or lunch bunches that your child can attend? If not, can you request that the school offer some? If you’re a teacher, consider creating a checklist of possible recess activities and make it available to all students.

3. Offer structured activities during recess

A recent study by Stephen Leff and J. Munro, PhD, “Bully-Proofing Playgrounds During School Recess,” found that “providing structured activities increased the rates of cooperative play among children. There was also less physical and rough play.” In other words, bullying behaviors during recess were minimized when students were actively involved in structured games and sports.

4. Train older students, peer buddies, volunteers and teaching aides for recess duty

At many schools, recess is a time when staffing is low. After all, teachers need breaks too. Yet, inadequate supervision can lead to bullying and aggressive behavior. If teachers aren’t available to supervise, make sure volunteers or school personnel who know how to support students with special needs, are providing good supervision during recess.

5. Adapt recess games so everyone can participate

According to Spark PE, many recess activities can be adapted so children with special needs and their typically developing peers can play together. For example, soccer, jump rope and softball can all be played in a style and with equipment that works for students of all abilities. For more information on adapting recess games, visit sparkpe.org.

6. Respect children’s needs for solitude and downtime

Whereas some students want badly to play with their peers, others may welcome the opportunity for some quiet time to decompress. If this is the case with one of your students, don’t insist he join the group. Allow him to read, play a game on his iPad, or walk around the playground. If playground noise is disturbing to him, allow him to wear noise cancelling headphones or listen to the music of his choice.

Six Ways to Create a Welcoming Classroom

2017-08-15T15:22:00.000-04:00

If you’re a teacher, chances are you’re already preparing to begin a brand-new school year. Perhaps you’ve been setting up your classroom, ordering supplies, and planning lessons and activities. Most likely you’re doing your best to anticipate the learning, social and emotional needs of your students. After all, the nonprofit Collaborative for Academic, Social and Emotional Learning (CASEL) reports that “social and emotional learning [SEL] teaches children to recognize and understand their emotions, feel empathy, make decisions, and build and maintain relationships.” In fact, a 2011 meta-analysis showed that “incorporating these programs into classrooms and schools improves learning outcomes and reduces anxiety and behavioral problems among students.” A recent update to the study reinforced the findings of the 2011 study. But just hoping for a socially and emotionally positive classroom environment isn’t enough. Strategies and know-how are essential to making your classroom a place where all children, regardless of special needs, are able to thrive academically, socially and emotionally. Here are some tips to give you a head start.

1. Facetime Matters
And we’re not talking about the app. Take time to meet individually with each student on a regular basis. Tailor the meeting format to the individual child’s developmental age. For example, if meeting with a preschooler, or a child with delayed communication or attention issues, keep the meeting brief and let the child take an active role.

2. Have a plan for resolving conflict when it inevitably occurs
Instead of viewing conflict as an interruption of learning, view it as a learning opportunity. ”When developing problem-solving techniques is seen as a vital aspect of healthy progress, our interpersonal challenges cease to be distractions and take on the color of opportunities for meaningful learning,” writes teacher Mary Kate Land for Edutopia.

Keep in mind that children who misbehave do so for a reason. Instead of sending them out of the classroom or punishing them, take them aside and try to discover what may be causing the problematic behavior. Listen, be empathic and once the student is calm, help them to come up with some more appropriate strategies they can use when similar situations arise in the future.

3. Look Inward
Though extremely fulfilling, teaching can be a stressful and emotionally draining profession. This is especially true when you’re teaching students with special needs. Take time to decompress and refuel by doing things you enjoy. If classroom situations make you tense, angry or sad, talk with a friend, supervisor or counselor to determine what’s triggering those feelings and to come up with strategies to manage them better.

4. Create a culture of kindness
Be a good role model for students by treating everyone in the class with compassion and respect. “Whether it's complimenting students or promoting positivity, being the one to show kindness will help them see it in action, learn gratitude and see how they can be kind through regular, small acts,” suggests Generation On.

Come up with activities that help students to get to know you and each other and find opportunities to discuss topics such as feelings, compassion and empathy whenever they present themselves.

5. Spearhead an effort toward schoolwide SEL
SEL techniques work better when they are embedded in every aspect of the school culture and among all members of the faculty and staff. There are many SEL curriculums on the market. Do some research to find a curriculum or curriculums that might work in your school or classroom and present it to administrators.

6. Don’t accept the status quo
Don’t assume that teasing, cliques and disrespectful behavior are unavoidable. Research has shown that “children can learn respect, empathy, responsible behavior and other social and emotional competencies that help them succeed in school and life.”

Generation On suggests holding a school bully summit, enlisting students’ help in creating Rules of Kindness for the classroom, provide opportunities for each student to be “Student of the Week.” During that week, ask class members to write notes to the student of the week sharing positive traits about him or her.

For more information on SEL, visit CASEL.

How the Arts Build Skills and Bring Joy

2017-08-08T11:48:00.001-04:00

As the summer vacation season comes to an end, many parents have begun making plans for their children’s fall schedules. If your child has special needs, his schedule may be full of therapy appointments, doctor’s visits and tutoring sessions. Though it may be challenging to find time for other extracurricular activities, making space for the creative arts is well worth it. Participation in arts programming can increase children’s self-esteem, improve cognitive, motor and social skills and provides a sense of community that is sometimes hard to find in mainstream school settings. Fortunately, more and more arts education programs across the country are offering classes for children with special needs.

In today’s post, Enabling Devices looks at the benefits of creative arts experiences for children with special needs.

Theater for children with autism spectrum disorders

In recent years, educators and parents across the country have come to recognize that participation in the theater arts are extremely beneficial to children on the autism spectrum.

In a 2016 study, Vanderbilt University professor Blythe Corbett demonstrated how children enrolled in her 10-session, 40-hour program, SENSE Theater were less anxious, more likely to recognize faces, and more capable of understanding different points of view. According to an article by Laura McKenna in The Atlantic, “kids who completed the program had brain-frequency levels that were more similar to children without autism.”

Dance for children with physical disabilities

Mobility challenges needn’t be a deterrent to dancing. Even children who use wheelchairs can enjoy the many benefits of dance classes. According to Strictly Wheels, a UK-based organization that promotes wheelchair dance and runs wheelchair dance classes, these benefits include “Improving fitness and ability through exercise and dance; Boosting self-confidence and self-esteem through participation; Reducing social isolation through inclusion; Increasing personal independence through better ability to use a wheelchair.”

Music for the visually impaired

Research has shown that people who are blind, especially those who have been blind from an early age, are more likely [than those who are sighted] to have absolute or perfect pitch.

“Blind children's brains undergo radical changes in order to make better use of the sensory inputs they can gather,” says Mic writer Tom Barnes. “Numerous fMRI and lesion studies suggest that individuals blind since childhood repurpose large portions of their visual cortex in order to respond better to auditory stimuli,” writes Barnes. “The younger children are when they lose their sight, the more powerful their auditory cortex can be, thanks to increased neural plasticity in place during infancy/early childhood/young childhood.”

Visual art for children with a variety of special needs

Making art is a wonderful means of creative expression for all children, but for children with disabilities, its benefits can be even greater. Not only does art increase children’s fine motor and cognitive skills, it offers enjoyable and therapeutic multisensory experiences—think finger painting or ceramics. If your child is unable to use her hands to create art, she may be able to hold a paintbrush with her mouth or foot. If that seems far-fetched, just check out the Association of Foot and Mouth Painting Artists website. In fact, writes Nancy Bailey for the online publication, Living in Dialogue, “Even the most severely disabled student can, through their senses, appreciate the joy of the arts.”

August Vacationing Tips

2017-08-02T09:44:00.001-04:00

Is it August already? Where have the summer months gone? If you’re a parent of school-age children, or a teacher, August means the start of back-to-school shopping, lesson planning, carpool scheduling, doctor’s visits, haircuts and more. But not so fast— there’s still time for some late summer fun. It’s just a question of planning. For parents of children with disabilities, arranging a last-minute excursion or vacation requires a little extra planning. Here are some tips to make end-of-the season travel more manageable:

Before setting off, do your best to provide your child with as much information as possible about your family’s travel itinerary. Some children, especially those with autism, sensory sensitivities or anxiety disorders, have difficulty coping with changes to their routines and anticipating the unknown. Social stories about travel or vacationing are a great way to lessen their anxiety. If there isn’t time to design your own story-book, look for one on the web. Here’s one created by Pam Drennen, V.P. Director of Clinical Services Speech at Kidmunicate in preparation for a trip to the beach. You can also try “photo albums, schedules and maps to help our children understand where [they]are going and whom [they] will see,” says Karen Wang, an author at the Friendship Circle. “Any type of visual support will reduce anxiety and increase interest,” says Wang.

Wang also recommends parents carry a “portable sensory toolkit.” Toolkits may contain a “baseball cap or wide-brimmed hat; ice-cold water bottle with a sport cap for sucking or an ice-cold juice box with a straw; hand lotion or lip balm; soft fabric for rubbing on hands or a stuffed animal; a squeeze or koosh ball; soundproof headphones [or earmuffs] and a change of clothes…” says Wang. You may also want to pack one of Enabling Devices’ weighted vests or blankets or our Miracle Belt. All these products help children with sensory integration challenges satisfy their needs for sensory input.

If your child has physical disabilities or a chronic medical condition, find out where nearby pharmacies and emergency medical facilities are located, and make sure that your health insurance is accepted there.

If you’re flying, familiarize yourself with the latest airline regulations. While most airlines have information for travelers with disabilities on their websites, be on the safe side and call the airline to ask questions and make special arrangements such as early boarding, deplaning and seating preferences. Huff Post’s Meg Harris recommends calling the TSA prior to your flight. “Alert TSA to your child’s disability,” writes Harris. “Children with disabilities can be screened without being separated from their parents or guardians. Be sure to communicate to the TSA agent suggestions on the best way to approach and screen their children. Also remember that children under 12 do not need to remove their shoes.” Make certain to leave time for airport traffic, long lines, finding gates and changing flights. Rushing with children, especially children with physical or developmental disabilities, is usually a recipe for disaster.

If you’re driving, make sure your car is in operational order before heading out. Allow plenty of time for bathroom and food breaks, traffic jams and weather conditions. Separating squabbling siblings and having teens bring their own musical selections (with headphones!) will go a long way toward making the ride more bearable. Even better, borrow some audiobooks from the library. Don’t forget to bring blankets and pillows. Napping is an ideal way to pass time on a long road trip.

Visiting an attraction or theme park? Purchase tickets ahead of time whenever possible. Don’t assume that parks, beaches, museums and historic sites will be able to meet your child’s accessibility needs. Call ahead to make sure there are no disappointing surprises. If your child tends to wander, make sure she wears a wandering bracelet or carries easily visible identification. Some vacation spots such as Walt Disney World offer special privileges for children with disabilities. Inquire about these before you go. Some may require documentation of your child’s disability, so bring a doctor’s note along.

Now, go ahead and make some wonderful memories!

Got Wheels?

2017-07-25T12:34:00.001-04:00

“Wheelchair bound.” “Confined to a wheelchair.” Referencing wheelchair users like this is not only outdated and offensive, it also reflects a lack of understanding. “People are not ‘confined’ to their wheelchairs,” say the folks at the Christopher and Dana Reeve Foundation, “they are in fact liberated by their wheels. … A wheelchair offers people access to work and shopping or any other travel outside the home.” Sadly, an estimated 100 million people in developing nations across the world who need wheelchairs, are too poor to afford them. But thanks to Dr. Don Schoendorfer and the Free Wheelchair Mission, the humanitarian, faith-based nonprofit he founded, they now have hope.

Schoendorfer’s journey began many years ago on a visit to Morocco. There, he saw a woman who was unable to walk but had no wheelchair, drag herself across a busy intersection. He was deeply impacted by what he saw, and eventually Schoendorfer, a biomedical engineer and inventor, left his successful career to pursue a higher calling: He wanted to help people like the woman in Morocco by designing a wheelchair that was “basic, inexpensive and durable,” enough to withstand the rugged topography of many developing countries.

In 1999, Schoendorfer designed his very first wheelchair. Per Disabled World, it was “essentially a plastic lawn chair with mountain bike tires…” Since then, “the wheelchairs have evolved to include two additional designs, including a foldable wheelchair. All three designs are available to recipients, and depending on the needs of an individual, the most appropriate is given for free.”

This past June, the Free Wheelchair Mission celebrated the delivery of its one millionth wheelchair. The chair went to a 12-year-old Peruvian girl who lived in a far-flung Andes village. Prior to receiving the wheelchair, the young girl had to be carried from one place to another. However, she would soon be too big to be carried. As she grew bigger, her prospects for the future grew increasingly bleak. Fortunately, receipt of a wheelchair drastically changed the trajectory of the girl’s life. “Footage of a recent trip to present her with the millionth wheelchair showed her crying, laughing, and applauding her gift,” according to a press release issued by the Free Wheelchair Mission. “Her future is now bright, as she can return to school and play with her brothers.”

To date, the organization has provided wheelchairs to people in 93 countries. Each wheelchair is produced and delivered for a total cost of $80. Up next, Schoendorfer aims to deliver another million wheelchairs by 2025.

To learn more, visit freewheelchairmission.org.

Hope for a Cure for Fragile X

2017-07-17T11:57:00.000-04:00

July is National Fragile X Awareness Month. As we head into the last full week of this month, we dedicate this post to educating readers about Fragile X Syndrome.

According to the National Fragile X Foundation:

· Fragile X is a group of genetic disorders caused by a mutation in a single gene on the X chromosome.

· Fragile X syndrome is the most common inherited cause of intellectual disability and autism and can range from mild to profound impairment.

· People can be carriers of the FMRI gene that causes Fragile X without having any symptoms of the disorder. Those with Fragile X are at risk for developing:

· Fragile X-associated Tremor/Ataxia Syndrome(FXTAS), a nervous system disorder that causes tremors, ambulatory difficulties, and trouble with balance, memory, and behaviors especially among older males.

· Fragile X-associated Primary Ovarian Insufficiency(FXPOI), a malfunction of the ovaries that can cause early menopause and even infertility.

Fragile X and Autism Spectrum Disorders present similarly in some cases.

Similarities include:

· hand flapping

· social anxiety

· poor eye contact

· sensory challenges

About 2-3 percent of children with autism spectrum disorders also carry a diagnosis of Fragile X. Fragile X is the most common genetic cause of autism. Both disorders are more commonly diagnosed in boys than in girls. Boys with Fragile X are typically more severely affected than girls.

Differences include:

· Their genesis: Fragile X is a genetic disorder with a known cause and can be diagnosed with a blood test. Autism is a behavioral diagnosis, and in most cases, its cause is unknown.

· Boys with Fragile X sometimes exhibit distinctive physical characteristics such as “large ears, long face, soft skin and (post puberty), large testicles. Connective tissue problems may include ear infections, flat feet, high arched palate, double-jointed fingers and hyper-flexible joints,” says the National Fragile X Foundation. These physical characteristics are not seen in boys with autism who do not have Fragile X.

· People with Fragile X are generally more intellectually impaired than people with autism who don’t have Fragile X.

Hope for individuals with Fragile X Syndrome

Although Fragile X Syndrome can be extremely debilitating, the outlook for people with Fragile X and their families has become a good deal brighter since the completion of the Human Genome Project in 2003.

According to a 2016 N.Y. Times article by Gardiner Harris, back in the 1980s, scientists were aware of only a “handful” of genetic diseases. Yet, in the years since the Human Genome Project, they have identified “roughly 5,800” genetic diseases. In response to their discoveries, thousands of charities have been established with the goals of researching and curing these diseases. Many of these charities were founded by parents and family members of affected children.

More than 20 years ago, after her son Andy was diagnosed with Fragile X, Katie Clapp founded a venture philanthropy that raises millions to seek a cure for the syndrome that affects her son and so many others. As Gardiner points out, Clapp and families of people with other genetically-based conditions are no longer content to simply raise awareness or find ways of coping with their loved one’s disabilities.

“Driven in part by the sequencing of the human genome…thousands of foundations are springing up and trying to [find cures]. The larger and more established ones, such as the Alzheimer’s Association, Michael J. Fox Foundation and the Spinal Muscular Atrophy Foundation, are investing millions not only in the search for specific cures but also for the biological tools and biomarkers any researcher or company could use.”

Though Clapp’s foundation, the “Fraxa Research Foundation is smaller, it’s having an impact.

According to the philanthropy’s website, FRAXA has funded more than $25 million in biomedical research, yielding discoveries that are changing the lives of families coping with fragile X.” Along with funding research, FRAXA runs scientific meetings, advises pharmaceutical companies large and small, and provides education on college campuses, community settings, and international conferences.”

What’s more, research into FXS may also yield important information about other disorders such as autism and Alzheimer’s Syndrome and other developmental disabilities.

Happy Independence Day!

2017-07-03T09:19:00.003-04:00

At Enabling Devices, we’re all about helping adults and children live and play more independently. To that end, we offer over 800 products that make it possible for people with a range of physical and cognitive disabilities to enjoy the sense of accomplishment that comes with doing more for themselves.

Capability Switches

Enabling Devices offers more than 100 different types of capability switches —the widest variety in the marketplace. From our best-selling, ergonomically designed, super-sensitive Plate Switch to our most versatile of switches—the Ultimate Switch—to our high quality dependable Gumball Switches, capability switches allow people with disabilities to interact with communication devices, therapeutic learning products, computers, appliances and toys!

Communicators

The ability to express one’s thoughts and feelings and to converse with others is essential to independence. Our enormous selection of communication devices helps people with disabilities to communicate and serve as terrific teaching tools. From basic communicators such as the Big Talk which records and plays back one message to our Talkable II which records two messages and has built-in icon holders, to communicators that grow with the user’s vocabulary such as the 7-Level Communication Builder, there’s a communicator that‘s just right for you, your family member or student.

Adapted Electronics

Being able to access electronics without assistance from others is a critical aspect of independence in today’s automated world. Enabling Devices’ hands-free mouse, wireless switches and adjustable screen styluses as well as a variety of CD players and boom-boxes are just some of the tools that promote self-reliance and connection to the world.

iPad Products

iPads have entirely changed the landscape for all of us. For people with disabilities, their impact has been profound. Now, disabilities need not prevent people from accessing music, education, entertainment and an ever-growing choice of apps. See Enabling Devices’ Ideas & Resources page for a comprehensive list of our favorite applications.

Useful Household and Special Devices

These essential tools help people with disabilities to practice activities of daily living such as cooking, gardening, cutting, writing and can opening.

Visually impaired

Our large assortment of products especially for people who are blind or visually impaired enable them to increase their independence. Light boxes, tactile communicators, toys and switches with bright lights, high contrast and auditory cueing are just some of the items we’ve created and adapted with the goal of enhancing quality of life for people with visual impairment.

Toys

Last, but certainly not least, Enabling Devices’ huge selection of adapted toys, mean that children with disabilities can play and learn just like their typically developing peers. Choose from games, plush toys, blocks, puzzles, activity centers, musical instruments and a wide range of multi-sensory toys that promote auditory, visual and tactile stimulation, increase listening skills, encourage music appreciation, and improve fine and gross motor functioning.

How Can We Help?

2017-06-27T09:40:00.000-04:00

When Enabling Devices (then Toys for Special Children) was founded in 1978, the idea of adapting and creating toys and other products for people with disabilities was groundbreaking. In the nearly four decades that have elapsed, awareness of the needs of people with disabilities has increased, and the field has become more crowded. Consumers can now access our products or products made by our competitors from a variety of sources. Yet, Enabling Devices still stands out because of our longstanding commitment to providing personal, individualized and customized services to our clients.

Over the years, we have responded to clients’ unique needs by adapting and creating new products especially for them.

One of our most successful customizations was the Tactile Symbol Communicator (#4040). “The mother of a child with visual impairment, and who was also non-verbal, contacted us,” explains Vinny Livoti, Enabling Devices’ technology specialist. “She had developed a series of tactile symbols and wanted to connect those symbols with an AAC device. We worked with her to create a communicator that would incorporate those symbols.” The result? A communicator that helped that customer and so many others!

“It’s always rewarding when we can customize a product and it helps someone,” says Vinny. “We have over 900 products, but every person is different and every disability is also different, so there are always products we haven’t developed yet. It’s a challenge creating things to meet the needs of so many different people and then putting them to the test,” he says.

At Enabling Devices, we’re up for the challenge. It’s what makes our work so satisfying.

Sometimes the customized products don’t work in the first iteration, says Vinny. “But we don’t give up. We work with people until we find a solution that works for the customer.

“We do this for a living, but helping somebody and knowing we’ve changed their life, is a really nice feeling.”

In future blogposts, we will share other stories of Enabling Devices’ efforts to provide personalized services to our customers and people in the disabilities community.

Happy Father’s Day!

2017-06-13T09:35:00.000-04:00

Fathers' contributions are invaluable!

Despite significant increases in the numbers of stay-at-home fathers and dads who take active roles in the care of their children, many parenting magazines, books and blogs are geared almost exclusively toward mothers. Likewise, fathers are often overlooked at their children’s schools, by pediatricians and other clinicians. That’s unfortunate since research shows that paternal involvement is extremely important to children’s development in a myriad of ways. With Father’s Day just around the corner, this week’s blog addresses dads’ invaluable contributions to their children’s lives.

Involved fathers have smarter children

Studies have shown that engaged fathers are more likely to have children that have higher IQs and do better in school. For example, a recent study published in the Infant Mental Health Journal found that “the association between paternal interactions and cognitive outcome is evident at a very early age.” More specifically, the study reported that babies who actively engage with their fathers, perform better on cognitive tests.

Dads’ communication styles help children with language development

While moms tend to communicate with their young children in high-pitched, sing-song tones using words they are likely to recognize, dads are more likely to talk to their children as they might talk to other adults, using vocabulary words that may be unfamiliar, and discussing topics that pertain to happenings in the outside world. According to University of Washington researcher Mark VanDam, fathers’ verbal interactions “might act as a link to the outside world,” helping to prepare them for life outside the home and family.

Additionally, researchers Lynne Vernon-Feagans of the University of North Carolina and Nadya Pancsofar at the College of New Jersey told Today.com they were surprised to discover that “not only are fathers important for children’s language development, but that fathers matter more than mothers.” Their studies found that “when fathers used more words with their children during play, children had more advanced language skills a year later.”

Dads encourage [healthy] risk-taking

Dads tend to be more relaxed [than mothers] when it comes to their parenting styles, says Larry Cohen, a psychologist in Boston and author of "Playful Parenting." Whereas mothers may discourage children from engaging in potentially dangerous sports or taking on challenges they feel may be beyond their child’s abilities, fathers are likely to encourage them. While this may be a risky proposition, especially for children with disabilities, it may also push them past their comfort zones, building their confidence and skills.

Dads make great playmates

While moms are known for their empathy, nurturing and caregiving, children often turn to their dads when it’s time to play. As we well know, play is one of the most important activities of childhood. “Play—especially active physical play, like roughhousing—makes kids smart, emotionally intelligent, lovable and likable, ethical, physically fit, and joyful,” write authors Anthony T. DeBenedet, MD and Lawrence J. Cohen, in their book, “The Art of Roughhousing.”

While children with physical disabilities may not be able to roughhouse, they can still benefit from their fathers’ propensities for silliness. According to the New Zealand Herald, “Researchers from Sheffield University discovered the importance of both "silly play" and imaginative play during tests on children aged 16 to 24 months. Jokes included an adult putting a toy chicken on their head, while fantasy games involved activities like pretending to wash hands without soap or water.” Such play, said the researchers, improved children’s social skills and increased creativity.

And clinicians at the Hanen Centre, an organization dedicated to building children’s language and literacy skills maintain that fathers’ playstyles are “uniquely suited to support the play development of their children with ASD [autism spectrum disorders]. Fathers have special ways of playing with their children, such as physical and rough-and-tumble play. This type of play can be very helpful and motivating for children with autism.”

Dads’ love corresponds to better outcomes for kids

Though no one can deny the importance of being raised by a loving mother, “knowing that kids feel loved by their father is a better predictor of young adults' sense of well-being, of happiness, of life satisfaction …," says director of the Center for the Study of Interpersonal Acceptance and Rejection at the University of Connecticut Ronald Rohner. In a 2012 interview with Live Science, Rohner said he wasn’t sure why fathers’ love had a greater impact on adult children than mothers’ love, but he hypothesized that in families where dads have more “influence and prestige” than mothers, “his actions might make the greatest impression on the children.”

Musical Musings

2017-06-01T09:38:00.000-04:00

Music gives a soul to the universe, wings to the mind, flight to the imagination

and life to everything.”
― Plato

The power of music and its significant healing properties are well-known. According to psychologist David M. Greenberg, writing for Psychology Today, “Music is much more than mere entertainment. It has been a feature of every known human society—anthropologists and sociologists have yet to find a single culture throughout the course of human history that has not had music. In fact, many evolutionary psychologists today make the argument that music predated language. Primitive tribes and religious practices have used music to reach enlightened states for thousands of years, and Pythagoras used music to heal different psychological and physical ailments. Currently, cutting-edge scientific research has shown the effect that music has on the brain, the individual, and society.”

Like their non-disabled peers, people with physical and developmental disabilities can benefit tremendously from interactions with music. While listening to music improves quality of life for just about everyone, some people with disabilities can also experience profoundly positive effects from taking part in adapted music lessons and/or music therapy. While these terms are sometimes used interchangeably, they are not the same. In this week’s post, we outline the differences between these two modalities and note the benefits of each.

What are adapted music lessons?

Adapted music lessons have the same goal as conventional music lessons: to teach the musical skills necessary to play an instrument. Yet adapted lessons are taught by teachers or music therapists skilled in providing an especially individualized approach to learning. Trained to evaluate the learning needs and styles of each student, adapted music teachers can tailor their lessons to the strengths and weaknesses of their students. They utilize a variety of strategies to help students to accomplish their goals.

According to Jennifer Hezoucky, a therapist at Life Song Therapy, adaptations for music students with physical disabilities may include: “Color-coding or large-print/chord music; learning songs using color or number codes; over-sized guitar picks; alternate tunings for guitar; adapted equipment for specific needs (such as switch-adapted instruments available through enablingdevices.com).

Adaptations for students with developmental or intellectual disabilities may include the use of “visual aids to structure the lesson and reduce frustration; non-verbal communication; a focus on preferred songs and music genres; communication devices; [the incorporation of] music games, rhythm instruments, movement and singing to maintain and maximize learning,” says Hezoucky.

What is music therapy?

In music therapy, music proficiency isn’t the goal. Rather, music is a means to achieving other goals. According the American Music Therapy Association “Music Therapy is the clinical and evidence-based use of music interventions to accomplish individualized goals within a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Music Therapy is an established health profession in which music is used within a therapeutic relationship to address physical, emotional, cognitive, and social needs of individuals.”

For example, notes music therapist Geoffrey Keith of Success Music Studio, “a music therapist may teach a student a song to help him to remember how to tie his shoes, or sing a song with him so he can work on saying a particular consonant that he struggles to say more clearly, or to help get out strong feelings attached to a traumatic experience.”

For more information about music therapy, visit musictherapy.org.

For more information about adapted music lessons, visit successmusicstudio.com.

Five Strategies for Raising Graduation Rates for Students with Disabilities

2017-05-23T10:23:00.000-04:00

Recent data shows that high school graduation rates in the United States are higher than in any other time in history. According to the 2017 Building a Grad Nation Report by Civic Enterprises and the Everyone Graduates Center at the School of Education at Johns Hopkins University, in 2015, “about half of all states reported high school graduation rates of 85 percent or more.” By 2020 those states are poised to graduate 90 percent of their high school seniors.

But sadly, the data on students with disabilities tells a very different story. The same Grad Nation report also found that “Thirty-three states reported high school graduation rates for special education students below 70 percent, and nearly half of those 33 had graduation rates for students with disabilities below 60 percent. Four states—South Carolina, Louisiana, Mississippi and Nevada—graduated half of their special education students.” Unless the graduation rates of students with disabilities, poor and minority students improve, the Grad Nation report concludes that the country won’t meet the 90 percent graduation mark.

In an article for Nonprofit Quarterly, Noreen Ohlrich, calls the gap in graduation rates between those with disabilities and without them “scandalously wide.” So, what if anything can be done to level the playing field? Here’s what some of the experts recommend.

1. Mainstreaming

Multiple studies including a 2016 study Using Survival Analysis to Understand Graduation of Students With Disabilities find that students who spend most of their school day learning alongside typically developing peers, are more likely to graduate high school than those who spend their entire school days in special education settings.

2. Teacher training

While mainstreaming students with disabilities is beneficial to their self-esteem and often results in better academic performance, there is a down side as well. Most general education teachers lack the training necessary to provide effective instruction to students with disabilities.

As Jackie Mader writes for the Hechinger Report, “Experts say the problem is that it takes much more than just placing students with disabilities next to their general education peers: Teachers must have the time, support, and training to provide a high-quality education based on a student’s needs.”

Some teacher training programs are beginning to rise to the challenge. For example, says Mader, “Every teacher who graduates from Syracuse’s Early Childhood or Elementary Education program is dual-certified in special education and spends time in inclusion classrooms.”

3. High Expectations

Depending on the nature and severity of their disabilities, many students have the aptitude to earn regular high school diplomas. Researchers have found that when capable students with disabilities are held to the same standards as their non-disabled peers, they are more likely to graduate. According to researchers Todd Grindal and Laura Schifter (whose study is referenced above) writing for Huff Post, “graduation rates for students with disabilities are lower when states offer more alternate, special education diplomas.”

4. Mentoring Programs

Students with disabilities who have mentors or participate in mentorship programs are more likely to remain in school, says the PACER Center. “According to research, mentorship and mentoring programs are successful at keeping students with disabilities from dropping out of high school. Statistics show that when students feel they are part of a community and receive guidance and support for their future dreams, they are more likely to stay in school.”

5. Parental involvement

It goes without saying that children with parents who are involved in their educations tend to be more successful. But for children with disabilities, studies show that parental involvement is even more critical, and may be an important factor in determining whether they will graduate from high school. According to Project IDEAL, “When parents are actively involved, their child is more likely to exhibit higher grades and test scores; better attitudes towards school; more positive behavior; consistent school attendance; more completed homework; less chance of the need for special education services; greater chance of high school graduation; and, better likelihood of participating in postsecondary education.

Five Tips for Accessible Gardening

2017-05-17T09:57:00.002-04:00

Though it happens every year, the arrival of spring is always a source of joy. For many of us, spring is the time for tending lawns, planting flowers, and beautifying decks, patios and window sills. The benefits of being out in nature are well known but bear repeating. According to the Greater Good Science Center at University of California, Berkeley, spending time out of doors in natural spaces reduces stress … makes you happier … relieves attention fatigue, increases creativity … may help you to be kinder and more generous and make you feel more alive.”

Like everyone else, people with disabilities reap tremendous benefits from experiencing nature. Yet, they may face greater challenges when it comes to creating and maintaining their outdoor spaces. Thanks to adaptive gardening tools, and thoughtful landscaping design, the challenges are surmountable. Here are some tips for making gardening accessible to all.

1. Make room for a wheelchair

Make sure paths are flat, hard, and at least three feet wide to accommodate a wheelchair. Paved paths are ideal for wheelchair users but if that’s not possible in your garden, keep grass well-mowed and dirt paths even and well-maintained. If there are stairs in your garden, replace them with a ramp.

2. Raised Beds

Raised garden beds enable gardeners who use a wheelchair, walker or have difficulty bending over for long periods of time to reach their plants. Jeff Stafford of HGTV.com recommends building beds “to a height of 28 to 30 inches with easy access to the bed center so you can water and tend to the plants from any side.” This will greatly reduce bending over and eliminate gardening on your knees.” Another option for gardeners who need to work while sitting down are table gardens which are simply raised beds that are elevated with room underneath to accommodate a chair.

3. Lighten your load

Minimize the work but keep the garden beautiful by planting more perennials (that come back every year), fewer annuals (that must be replanted every year), and mulching to maintain moisture and decrease the need for weeding.

4. Consider container gardening

Grow plants, vegetables and flowers in pots and other types of containers. You’ll be able to enjoy the beauty of plants and flowers and the nutritional advantages of fresh veggies without putting undue strain on your body.

5. Purchase adapted gardening tools

Adapted tools such as Enabling Devices’ adapted garden spray make a world of difference when it comes to gardening. Other tools to invest in include rolling seats, long handled tools, and support cuffs or add-on handles that make it easier to control and grip gardening tools.

Happy Mother's Day - Take a Break!

2017-05-09T10:35:00.002-04:00

With Mother’s Day just around the corner, many of us are buying cards or gifts and planning meals or excursions to pay tribute to the mothers in our lives. Those of us who are mothers ourselves may be contemplating the joys of motherhood, while also looking forward to some TLC from our children, spouses or partners. Despite our love for our families, sometimes Mother’s Day TLC means getting away from the people we love most. Like the old TV commercial with the mom in the bath tub who asks her Calgon bath oil to “take her away,” sometimes mom just needs a break, some time to herself, and a chance to let go of both personal and professional responsibilities.

Getting away from it all is hard enough when your child doesn’t have significant disabilities. It’s a whole lot more complicated when your child has special emotional, behavioral or physical needs. It can also be even more essential to your health, the health of your family and ultimately, the health of your special needs child.

Finding care for a child with special needs is not as simple as calling the teenager down the street, or asking a grandparent to pitch in. When a child has complicated health issues, it’s essential that whomever is in charge, has the skills or training to keep them safe and contented.

One way to find care you can count on, is by taking advantage of respite care. Just what is respite care? According to the ARCH National Respite Network, “respite is planned or emergency care provided to a child or adult with special needs in order to provide temporary relief to family caregivers who are caring for that child or adult.”

Sadly, despite the documented physical, emotional, psychological and spiritual health risks to caregivers who don’t make time for themselves and their own needs, recent statistics from the National Alliance of Caregiving and AARP found that “Eighty-one percent of family caregivers of children with special health care needs do not use respite.” Likewise, although they say they desire more time and “life balance,” 86 percent of family caregivers for young adults ages 18-49 “have not used a respite or companion service to free up their time.”

The reasons for this vary. Some include:

- Concerns that no one else will be able to provide the same level of care for their child that they can

- The belief that they “should” be able to manage on their own

- Guilt about their desire for a break and for feelings of sadness, anger or frustration about their child’s significant needs

- Lack of awareness of the toll caregiving is having on the caregiver and the family

- Lack of awareness about respite resources

According to KidsHealth From Nemours, respite care comes in a variety of types including:

- Home-based care provided by a skilled caregiver for a few hours a day, weekly or as often as needed

- Drop-off day programs often based at schools, healthcare facilities and faith-based programs

- Respite programs sponsored by community-based agencies, residential facilities and camps

- Parent co-ops when families of children with special needs take turns watching each other’s children.

Though respite care can be expensive, programs that help with funding do exist if parents know where to find them, are willing to do the leg-work and have the patience to negotiate the process.

“Most children with special needs qualify for home and community-based Medicaid waivers that can cover the cost of respite care. Many programs have waiting lists for the waivers, so it's important to apply early,” advises Nemours.

Additionally says Nemours, “A few states get funds through Title 5 block grants, which is money from a federal program that's designed to help children and families with special needs.” Military families’ child care benefits may include financial support for respite care, says Nemours.

Once parents access respite care, the benefits to the family are huge. According to United Cerebral Palsy, respite care provides families of children with special needs much needed relaxation; enjoyment; stability in the form of improved coping skills and ability to manage crises; preservation and strengthening of the family and parental unit; community involvement that prevents feelings of isolation, and time to pursue personal enrichment

Here are some resources to help you find options for various types of respite care:

Local UCP affiliates

Easter Seals

The ARCH National Respite Network

Family to Family Health Information Center

(For military families) Child Care Aware of America or TRICARE, which provides health benefits for active-duty service members

Care.com

Happy Mother’s Day to all!

Enabling Devices Book Shelf

2017-05-02T09:18:00.000-04:00

A year has passed since we last surveyed some of the newest books on topics related to disabilities. As the weather warms, and many of us look forward to reading by the pool, on the porch, or while on summer vacations, we’ve compiled a list of five notable books published or released in paperback or E-book within the past year.

“Rosemary: The Hidden Kennedy Daughter” by Kate Clifford Larson

Being a Kennedy has always meant being in the public eye. Yet, due to the intellectual and physical disabilities she sustained during her birth, Rosemary Kennedy, the third child of Joe and Rose Kennedy, was kept out of the limelight. In this 2015 biography, now available in paperback, Kate Clifford Larson explores Rosemary’s tragic life.

Despite her vivacious personality and beauty, Rosemary’s parents were ashamed of her limitations and feared that the family’s image and social status would be diminished, if those outside the Kennedy clan knew about Rosemary’s disabilities. Thus, they pushed Rosemary beyond her capabilities, sent her away to schools and tried all sorts of questionable therapies including a traumatic and debilitating lobotomy in her 20s, in ill-fated attempts to “cure” her.

In addition to providing a window into this fascinating family and its most vulnerable member, “Rosemary” is a sad and chilling reminder of the Eugenics Movement of the early 20th century which, “aimed at improving the genetic composition of the human race,” according to Genetics Generation. “Historically, eugenicists advocated selective breeding to achieve these goals.” Fortunately, the movement was discredited in the U.S. after it became closely associated with Nazism. Having seen Rosemary suffer, her siblings and other Kennedy family members were influenced to promote the interests of people with disabilities through organizations such as the Eunice Kennedy Shriver’s Special Olympics, Anthony Shriver’s Best Buddies as well as legislation that benefited people with disabilities enacted by President John F. Kennedy.

“Pointing Is Rude: One Father's Story of Autism, Adoption, and Acceptance” by Digger O’Brien

Prior to writing this heart-felt memoir, Digger O’Brien was known as an Emmy Award-winning television producer. Now, the book he has written about his family’s experience coming to terms with his son’s autism diagnosis, and the trials and tribulations that have come along with it, has re-introduced him as a talented author and disabilities advocate. O’Brien’s dry wit, and willingness to tell his story honestly, without sugar-coating the hard times, make this book deeply relatable as well as inspiring.

“The Loving Push: How Parents and Professionals Can Help Spectrum Kids Become Successful Adults” by Debra Moore Ph.D. and Temple Grandin. Ph.D.

This highly reviewed book co-written by autism expert Debra Moore and Temple Grandin, the renowned professor of animal science, autism advocate and a person with autism, helps parents and professionals to find the right balance between pushing their young adult children and clients too hard and pushing them hard enough to achieve their potential. Including research, case studies and easy-to-implement strategies, “The Loving Push” endeavors to give young adults on the spectrum the best chance for a successful and relatively independent future.

Cycle of Hope: A Journey from Paralysis to Possibility” by Tricia Downing

This memoir by competitive cyclist and first-time author Tricia Downing chronicles her journey back from a 2000 accident that left her a paralyzed from the chest down. This emotionally honest and tremendously inspiring story chronicles Downing’s journey from the devastating accident through her arduous rehabilitation to her gradual acceptance of her new life and identity as a woman with a disability and her return to athletics as a competitive wheelchair racer. “Cycle of Hope” will encourage those with and without disabilities to accept their challenges and pursue their dreams.

Notes on Blindness: A Journey Through the Dark by John M. Hull

The late John Hull’s memoir about his experiences coping with the gradual loss of his eye-sight is praised by authors and disabilities scholars from the late Oliver Sacks to author and psychiatrist Andrew Solomon. Adapted from audiotaped diaries Hull began to record about three years after becoming totally blind, this beautifully written memoir explores his path from loss and depression to his eventual acceptance of his disability and his embrace of a different, yet no less fulfilling way of life.

Six Tips for Preventing Wandering in People with Autism

2017-04-25T10:22:00.000-04:00

As Autism Awareness Month 2017 comes to an end, we were heartened to learn of a new study which found that wandering, a common behavior among people with autism and other developmental disabilities, may be treatable with behavioral interventions.

The study, “Clinical Outcomes of Behavioral Treatments for Elopement in Individuals with Autism Spectrum Disorder and Other Developmental Disabilities,” provides hope in the face of the deeply disturbing conclusions of another more recent study, “Injury Mortality in Individuals with Autism,” that found children and teens with autism are 40 times as likely to die from injuries as those without ASDs. Additionally, and equally as shocking, the study found the average age of death for those with ASDs was only 36 years old as opposed to 72 in the non-autistic population. Clearly, it is imperative that we find effective ways of preventing senseless injuries and deaths that result from wandering. Here are some tips and resources that will help keep more people with autism safe.

1. Swimming lessons

According to Guohua Li, MD, DrPH, professor of epidemiology at Columbia University’s Mailman School of Public Health, and the senior author of the study on injury mortality, “Once a child is diagnosed with autism, usually between two years and three years of age, pediatricians and parents should immediately help enroll the child in swimming classes, before any behavioral therapy, speech therapy, or occupational therapy. Swimming ability for kids with autism is an imperative survival skill,” Dr Li said. In addition to their tendency for wandering, Li also noted that children and teens with autism often gravitate toward water. “With impaired communication and social skills, autistic kids tend to seek relief of their heightened anxiety from the serenity of water bodies. Unfortunately, this behavior too often leads to tragedies,” said Li.

2. Wander-proof your home or school

People who wander may require the use of locks and alarms on doors and windows to keep them from eloping or from getting into cabinets or drawers with products that could be dangerous to them. Outdoors keep individuals with autism away from unsupervised swimming pools or busy streets by installing alarms and fences with heavy duty locks.

The Autism Society says “door and window alarms can be a key investment” in keeping children with autism safe. The Society urges parents to consult with a professional who “can advise [them] of the legal and larger safety implications of the security measure [they] are considering.” For example, when installing locks, be sure to “have immediate access to any locked room in the event of fire or other emergency.”

3. Safety resources

In an effort to prevent tragedies caused by wandering, the National Autism Awareness Association created the digital, downloadable Big Red Safety Toolkits. Available free of charge to parents, teachers and first responders, the kits include resources such as caregiver checklists, stop sign prompts, samples of physician’s and IEP letters and recommended social stories to help children and teens learn about the dangers of wandering. There is also information about affordable safety tools, a family wandering emergency plan and first responder alert forms.

4. Tracking devices

Devices such as the AngelSense, a GPS and voice-monitoring system especially designed for people with special needs allows caregivers to keep track of their child’s whereabouts and to receive alerts when the child deviates from his schedule or leaves the premises. If a caregiver determines the child has eloped, the device provides (among other things) location updates every 10 seconds, enables caregivers to hear background noise at the child’s location, and helps to determine the location of the missing child and how far it is from the caregiver’s location.

5. Educate children and others

According to Stages of Learning, many children with autism lack knowledge of what to do in the event that they become lost. If your child or a child you care for has the cognitive and comprehension skills to understand safety precautions, teach her some strategies. Children can be taught to speak with an adult such as a police officer or store-owner; tools such as books, educational videos and social stories can be helpful in teaching children about the dangers of traffic and water.

Also be sure that first responders and all school personnel are aware of a child’s tendency to wander. Along with school administrators, come up with a plan to prevent wandering. One remedy is for the child to have a full-time aide; another is to install locks, fences, etc.

6. Make sure children carry identification

A 2012 study found that “Approximately 35 percent of children who wander are rarely able to communicate their name, home address or phone number.” Try ordering an

Alert Me band or visit National Autism Association’s Big Red Safety Shop for a variety of identification options.

Happy OT Month!

2017-04-18T09:38:00.000-04:00

Hooray! It’s Occupational Therapy Awareness Month! Here at Enabling Devices, we’re all about celebrating the amazing work of these dedicated professionals. We thought we’d take this opportunity to explore the field and learn more about what makes these very special people tick. What are the qualities necessary to have a successful career as an OT? What training is involved? To get some answers, we talked with pediatric occupational therapist Jennifer Wingrat, OTR-L, ScD, who works in the acclaimed Child and Family Support Program (CFSD) at the Kennedy Krieger Institute in Baltimore, Maryland.

Enabling Devices: What made you decide to go into this field?

Jennifer Wingrat: I fell into it when I was a senior in high school. I was doing my senior project at an OT hand clinic. I liked working with the patients, making splints, helping people to live to their potential. I’ve been practicing for at least 20 years! In the past I’ve worked with different [populations]—people with spinal cord injuries, general pediatrics and others.

Nowadays you work with children. What’s that like?

I’ve always liked working with kids and I took that track in OT school. Now, I work in an early intervention program and most of the treatment is done in the patients’ homes. It’s a lot of fun.

Who are the children served by the program?

The children we see have a range of disabilities—cerebral palsy, genetic disorders, Down syndrome, developmental delays, mostly physical disabilities.

The families we work with are the neediest families in Baltimore. Ninety-seven percent of them are on medical assistance. They have so many environmental stressors. When parents are invested it makes a huge difference.

What kinds of services do you provide?

I work a lot with the parents teaching them how to play and interact with their children. It’s anything from teaching a baby to shake a rattle and self-care skills like feeding, dressing, holding a crayon… When kids have physical disabilities, we may help them to control their movements and get around the house more efficiently. There’s a lot of adapting their environment… We’re teaching them to develop skills that most kids develop on their own.

Do toys play a role?

Adapted toys are invaluable for these kids. Some of them need switch-adapted toys.

A lot of times I’ll go into a home and there are no toys, so the child may not know how to play. If there are no toys, we’ll work with what they have. We also have a toy lending library so we might bring a couple of toys when we visit, leave them for a couple of weeks, then switch them out for new toys.

What are the qualities that a good OT need to have?

Creativity, flexibility, the ability to empathize, and to interact with all different kinds of people —people of different cultures, socioeconomic classes…

What kind of training do OTs need?

I have a doctorate but that’s not necessary for the work I do. OTs need to have a master’s degree. There are also OT assistants, who have two-year degrees from community colleges. They are wonderful members of a [multidisciplinary] team. Assistants can do treatment but not assessments or evaluations.

You work with families who are really struggling. How do you prevent burn-out?

Sometimes it is sad. I try to focus on the successes and to know that even the littlest help that I can provide is improving lives.

What would you tell people considering a career as an OT?

It’s a great field with huge demand. You can work with people of all ages, it pays well and you will always have a job.

Gotta Look Sharp

2017-04-12T10:59:00.002-04:00

There’s good news for differently abled fashion mavens or even people who simply want dressing with disabilities to be a little bit easier—the 20 percent of Americans with disabilities are finally feeling the love from designers on Madison Avenue and beyond.

From big names like Tommy Hilfiger and Nike to niche designers like Lucy Jones, Maura Horton and Stephanie Alves (who was previously featured in Enabling’s blog), there’s a growing recognition that consumers with disabilities represent a large and growing market for the fashion industry. What took them so long???

Accessible Runway

Launched in 2016, Tommy Hilfiger’s adaptive collection was created in collaboration with a nonprofit called Runway of Dreams. The nonprofit, founded by fashion designer, Mindy Scheier, was a labor of love. Scheier created it for her son Oliver who has a rare form of muscular dystrophy and wanted to dress like his peers.

After doing some research, Scheier found that there weren’t many designers offering style-conscious clothes for the differently abled. So, she started adapting clothing for Oliver. But she didn’t stop there. Scheier also organized focus groups where she asked other people with disabilities about their needs for adapted clothing. Then she approached Tommy Hilfiger who became the first major designer to partner with her organization to offer adapted styles from his children’s collections.

Based on her research with the focus groups, Scheier told UCP Maine she adapted Tommy Hilfiger’s clothing in the following ways:

“The first is closures: buttons and zippers have been replaced with a special stylish magnet closure called MagnaReady® [designer Maura Horton’s invention]. The second is the adjustability of the clothing: pant legs, sleeves lengths and waistbands are adjustable because the sizes needed for seated comfort differ from standing. Third is the ways in which a person can get in and out of the clothing: pull-over style clothing can be difficult due to low muscle tone, limb differences or other disabilities, so the seams have been adjusted to allow for the clothing to be entered through the back rather than over the head.”

Despite these adaptations, the clothing looks identical to the designer’s non-adapted clothing.

The collaboration with Tommy Hilfiger is just the beginning for Scheier who says, “her organization won’t stop until as many brands as possible are offering adaptive versions of their clothing.”

Shirts That Button Themselves

A former children’s fashion designer, Maura Horton returned to the industry after Parkinson’s disease began to take a toll on her husband Don Horton, a former college football coach who was diagnosed at the age of 48.

Horton founded MagnaReady, a company that manufactures shirts that are “magnetically infused,” to help her husband and others whose disabilities make it difficult or impossible for them to button their own shirts.

According to Fox News.com, last summer, Horton partnered with PVH (The Phillips-Van Heusen Corporation), “a global apparel company that owns Tommy Hilfiger, IZOD and Calvin Klein. The shirts will be made for a yet-to-be-named PVH brand and will also be sold under the MagnaReady label at PVH brands’ retail locations.”

Just doing it. …

The story behind how Nike came to design and offer an adapted athletic shoe is almost as good as the shoe itself. It dates to 2012, when then 16-year-old Matthew Walzer wrote a letter to Nike describing his frustration about being unable to tie his shoes because of his cerebral palsy. The letter found its way to a Nike employee named John Poyner who also has CP. Poyner made sure that Walzer’s letter was brought to the attention of designer Tobie Hatfield “who, coincidentally, was already working on an adaptive “entry-and-closure” system shoe for Special Olympians and Paralympians who had difficulty putting on and taking off shoes,” according to Jacob Kuerth, a writer for Paraquad. A few months later, Walzer received a pair of shoes that Hatfield had designed for with Walzer’s needs in mind.

“Over a three-year period, Hatfield perfected the design of the shoe that would eventually be introduced commercially as the Nike FLYEASE,” wrote Kuerth. “The shoe features a wrap-around zipper that opens the back of it near the heel. At the same time, the wrap-around zipper provides sufficient support and eliminates the need for laces.”

We love Lucy!

In 2016, Lucy Jones told the N.Y. Times that the idea to design clothes for wheelchair users came from a challenge from a teacher who asked students to design a product that would change the world. After talking with a 14-year-old cousin with hemiplegia, Jones learned that because of his disability, dressing himself was a daily struggle. Jones followed up the conversation with a meeting with people at Cerebral Palsy of NYC and focus groups with differently abled individuals, and was amazed to discover how many people shared her cousin’s problem.

Determined to find solutions, Jones created a collection of “minimal, elegant clothes for wheelchair users, taking into account both the altered proportions necessitated by being permanently seated, and the challenges of getting pieces on and off when one is physically impaired — or taking care of someone who is.”

The collection won Jones the honor of Parson School of Designs “designer of the year” in 2015.

While we’re pleased fashion designers are recognizing the needs of people with disabilities, it’s not all about good will. The market for adaptive clothing represents a huge business opportunity for the fashion industry. We’re glad they’re catching on!